" It is a distinction that seems simple but has been proven effective.
Build Rapport
While it is essential to establish clear teacher-student boundaries, it is important for teachers to build rapport with their students. Guerico (2011) writes that teachers can be friendly without being a friend. Students do not automatically obey an authority figure, but will obey if they respect their teacher. Again, a calm demeanor and clear expectations are important to establishing a climate of respect. Guerico further suggests that teachers let students see them as human beings by putting a few personal items in the classroom (e.g., pictures of family or pets, banners of favorite sports teams). Likewise, teachers should find out about students' interests and, when possible, attend school events such as plays or games. Frisby and Martin (2010) found that teacher-student rapport was a predictor of classroom performance, even more that peer-peer rapport: "Only instructor rapport consistently predicted participation, affective learning, and cognitive learning." As with establishing structure and behavior expectations, it is clear that time is well spent developing rapport with students at the outset of the school year or term.
Determine the Needs of Problem Students
Some students continually misbehave, even when a clear, positive framework has been put into place. Poor behavior is often tied to circumstances or events outside the classroom. "Most teenagers haven't learned the skills to cope with stress and therefore exhibit inappropriate behavior when something is really bothering them" (Guerico, 2010). Younger students may have even fewer coping skills. Stress factors may include death of a pet, parent job loss, parents' separation or divorce, homelessness or abuse. These situations, especially serious ones...
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